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A Phenomenological Study of Work-Life-Learner Balance

Capella University

DB8066 – Section 1

Dr. D’Urso

August 29, 2020

WORK-LIFE-LEARNER BALANCE 1

A Phenomenological Study of Work-Life-Learner Balance

This phenomenological research study aims to understand the experience for online learners in a business or technology doctoral program informed by the determinant framework. At this stage in the research, the central phenomenon being studied will be generally defined as work-life-learning balance. Adult learners encounter the challenge of balancing work, family, and academic activities, referred to as work-life-learning balance (WLLB) (Romero, 2011).

The research questions for this phenomenological research study will help gain a deeper understanding of how individual adult learners experience WLLB. The learners’ experiences of balancing the concepts of work, family, and learning activities are explored through the research questions. Chart 1 displays the relationship between the research purpose, research question, and key concepts.

RQ1: What are your lived experiences of balancing work life, family activities, and learning activities?

RQ2: What has been your biggest challenge when trying to reach WLLB?

RQ3: What is your experience with the overlap of work, family, and learning?

RQ4: Describe any challenges you have faced with time management?

RQ5: How has online learning impacted your prioritization of work-life, family, and learning activities?

RQ6: How have you maintained your online activity focus and time on task regulation?

RQ7: How has your personal organization skills impacted your online learning?

RQ8: How have your work-life activities been affected by your online learning?

RQ9: What is your experience with how your family activities have been impacted by your online learning?

Chart 1

Phenomenological Research Study to Understand the Experiences of Online Doctoral Students

Conclusion

The current societal culture is a 24/7, fast-paced environment with increasing expectations from both employers and employees (Khan & Fazili, 2016). Adult online learners add an additional factor to an already challenging act of proper prioritization of career and family (Romero, 2011). This phenomenological research study seeks to understand the experience of online doctoral learners by studying the concept of work-life-learner balance.

References

Khan, O. F., & Fazili, A. I. (2016). Work life balance: A conceptual review [PDF]. Journal of

Strategic Human Resource Management, 5(2), 20–25.

Romero, M. (2011). Distance learners’ work life learning balance [PDF]. International Journal

of Instructional Technology and Distance Learning, 8(5), 43–48. Available from http://www.itdl.org/journal/may_11/

Response Guidelines

1. Assuming the role of an expert reviewer, scan your peers’ interview guides and choose one learner’s guide for expert review.

· Post a response indicating whose guide you will review no later than Thursday.

. Choose an interview guide that has not been selected for review.

· Read over the interview guide as an expert reviewer:

. Make any comments, suggested changes, and other input as appropriate about that interview guide.

Understand the experience for online learners in a doctoral program

Work-life-learning balance (WLLB)

Work

Family

Learning

How has online learning impacted your prioritization of work life, family, and learning activities?

What are your lived experiences of balancing work life, family activities, and learning activities?

What has been your biggest challenge when trying to reach WLLB?

What is your experience with overlap of work, family, and learning?

What is your experience with how your family activities have been impacted by your online learning?

How have your work life activities been affected by your online learning?

How have you maintained your online activity focus and time on task regulation?

How has your personal organization skills impacted your online learning?

Describe any challenges you have faced with time management?

Running Head: INTERVIEW GUIDE

INTERVIEW GUIDE 7

Interview Guide Comment by Ryan Jones: Hey Tonyelle, before you begin, I am not a professional in interview questions (YET). I am currently in the third class for projects, so I do not know how far along you are. My suggestions are based on experience from the first residency, other classes, and readings from this course. If you have any questions about my feedback, please leave it in the discussion post.

Tonyelle Woody

DB8066

August 30, 2020

Interview Guide

Introduction

The paper is about an interview guide for a research study on work-life balance for online learners in the business technology and doctoral programs. In that case, the interview guide’s questions must be conceptually valid, flow logically from the concepts and theories put in place for exploring the research study. Possibly, the generation of the data to be collected and analyzed after the interview process. The interview guide will further refine the proposed questions, depending on the feedback issued and perhaps before conducting the actual interview process and data collection.

Research Purpose Statement

The interview guide will be based on investigating the balance between work and life for online learners in various programs such as business technology and doctoral studies. The importance of the work-life balance concept is growing daily because of the current fast-paced global world. Furthermore, the interaction of students is critical to collaborative learning and online social cohesion. Nevertheless, online learners are expected to adjust to the CMC (Computer-Mediated Communication) medium.

The interview guide will help with the exploration of online learners’ experiences based on text-based CMC and explanatory phenomenological investigation. The interview guidelines will reveal the constraints associated with written statement and how a lack of human communication causes technical hitches in coping and adjusting to the online learning atmosphere. For that reason, various themes of the investigation will be identified.

The purpose of this interview guide is to help with the exploratory and qualitative inquiry research concerning the understanding of the central phenomenon and experience faced by online learners in a business and technology doctoral program. In that case, the research identifies that theoretical frameworks well inform doctoral and business programs. However, at this stage of the study, the central phenomenon being investigated will be generally defined as the investigation process that will provide a credibly supported description.

Research Questions Comment by Ryan Jones: I would only include a max of 3 questions. At-least that is what is stated by instructors in the Project classes. Some of these seem like interview questions.

The research questions will mainly revolve around the heightened debate on balance between personal life and work. The debate targets mostly online learners who strive to balance their work and personal life as they engage in doctoral, business, and technology academic programs.

What follows are some of the research questions linked to the interview guide: Comment by Ryan Jones: I would suggest condensing to two easy questions. Word it how you would like, but:Ha: How do employees view their work-life-learning balance?Hb: How does technology affect employee work-life-learning balance?*These questions are based on your interview questions and questions you have listed, not the article

RQ1: What are some of the forums aimed at cultivating a social atmosphere for student collaboration, communication, and altercation of ideas while establishing a sense of belonging? Comment by Ryan Jones: This seems like an interview question

RQ2: How will the investigation help in reducing the feelings of estrangement linked to online learning?

RQ3: Can the philosophical concept shift focus as students are left to be the expert of their learning experience? Comment by Ryan Jones: You have these copied as interview questions

RQ4: Which phenomenological approach can be used to illuminate the process of work-life balance?

RQ5: Has the realization among employees for a balance between personal life and work has got blurred because of mobile technologies?

RQ6: What are the expectations for both employers and employees when it comes to balancing work and personal life of online learners?

The framework of the Research

The research framework will be guided by factors such as high-speed technological innovations and expectations of employees and employers (Omar et al., 2016). Additionally, many firms continuously adopt policies that support the balance of employees’ personal life and work role. The drivers for work-life balance are attributed to changes in the labor force’s technological advancement and demographic distribution. A 24/7 culture of business operation also characterizes the current modern society. Work-life balance is also a broad concept, and it includes proper prioritizing between ambition and career (Ross et al., 2017).

On the other hand, compare work with pleasure, family, leisure, and spiritual development. For that reason, other terms that are associated with work-life balance include family-friendly policies, work-family balance, and work-family conflict. Work-life balance is still a broader concept that requires further investigation (Roberta et al., 2015).

Open-ended Interview Questions Comment by Ryan Jones: Your interview and research questions currently match. I would suggest narrowing down your research questions and then re-wording your interview questions to answer your research questions. For example: Ha: How do employees view their work-life-learning balance? How do you separate work, family, and learning time? How do you feel about your current work, family, and learning balance? ….. …..

The questions will be considered appropriate for data collection from the identified sample population. In that case, the questions are ordered to promote the interview’s logical flow, build rapport between the interview and interview, and ease interaction (Creswell, 2009). The identified population for the study is online learners. The aim is to capture data that will be used in responding to the research questions.

Number Comment by Ryan Jones: A lot of these questions are too difficult. Questions need a 5th grade reading level according to our resources for this course. Keep in mind these questions are read so they also need to be easy to understand through voice.Open-Ended Questions
1 Comment by Ryan Jones: Excellent question!What are some of the work-life balance challenges associated with your online learning program?
2How have you been fulfilling your work role by embracing work-life balance on online learning? Comment by Ryan Jones: Borderline difficult. I suggest removing embracing and/or fulfilling. It makes sense to us but clogs up the question.
3What are your expectations of the relevancy of work-life balance? Explain the relationship it has with technological advancement. Comment by Ryan Jones: Keep it simple, one question at a time. Adding additional sentences or statements can confuse participants.
4How has the upscale of technological innovations helped you fulfill your work-life balance practices?
5What are some of the work-life benefits that you have experienced in your online learning programs?
6What are some of the work and family-related factors that made you go for an online learning program?
7What is the phenomenological approach that can help with the understanding of human interactions? Comment by Ryan Jones: Some large words can confuse participants. Need a 5th grade reading level according to our resources for this course.
8How have social interactions affected work-life balance for online learning programs?
9What is your take on complex systems thinking and work-life merger? Comment by Ryan Jones: 5th grade reading level needed.

Chart showing how the proposed questions relate to the research purpose

NumberResearch QuestionsKey Concepts
1What are some of the forums aimed at cultivating a social atmosphere for student collaboration, communication, and altercation of ideas while establishing a sense of belonging?· Work-life balance· Complex System Thinking.· Work-life Enrichment
2How will the investigation help in reducing the feelings of estrangement linked to online learning?· Demographic Factors
3Can the philosophical concept shift focus as students are left to be the expert of their learning experience?· Computer-Mediated Communication
4Which phenomenological approach can be used to illuminate the process of work-life balance?· Written Communication
5Has the realization among employees for a balance between personal life and work have blurred because of mobile technologies?· Work-Life Balance
6What are the expectations for both employers and employees when it comes to balancing work and personal life of online learners?· Exploratory and Qualitative inquiry research

Reference

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach (3rd ed.). Thousand Oaks, CA: Sage.

Omar, F., K., & Asif, I., F.,. (2016). Work-Life Balance: A Conceptual Review.

Ross, Melissa L. Intindo & David M. Boje. (2017). It Was the Best of Times; It Was the Worst of Times: The Expiration of Work-Life Balance John P.

Roberta., S, & Carrie, C. (2015). The personal experience of online learning: An interpretative phenomenological analysis.

While you are making your chosen mock expert review, another learner will be providing an expert review of your interview guide. Read your peer’s expert review of your interview guide and consider the comments and suggested changes.

· Revise your document on the basis of these suggestions. You do not have to take every suggestion, but if you do not take a suggestion, you must explain why you did not accept the recommendation and provide support for your decision.

· Post your revised interview guide with your commentary as a response to your expert reviewer’s post by Wednesday.